Unit 90 3D Design Media Techniques and Technology

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Edexcel BTEC Level 3 Nationals specification in Art and Design

Issue 1 January 2010 Edexcel Limited 20092

Learning outcomes

On completion of this unit a learner should:

1 Know about the characteristics and properties of 3D materials

2 Be able to investigate 3D media, techniques and technology

3 Be able to use 3D media, techniques and technology safely

4 Understand own use of 3D media, techniques and technology.


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Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that

they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the

level of achievement required to pass this unit.

Assessment and grading criteria

To achieve a pass grade the

evidence must show that the

learner is able to:

To achieve a merit grade the

evidence must show that, in

addition to the pass criteria,

the learner is able to:

To achieve a distinction grade

the evidence must show that,

in addition to the pass and

merit criteria, the learner is

able to:

P1 describe the characteristicsand properties of 3Dmaterials

[IE, CT, RL, TW, SM, EP]

M1 describe the characteristicsand properties of diverse 3Dmaterials

D1 describe in detail withcorrect terminology thecharacteristics and properties

of a comprehensive range of3D materials

P2 investigate 3D media,techniques and technology[IE, CT, RL, TW, SM, EP]

M2 effectively investigate adiverse range of 3D media,techniques and technology

D2 independently investigatea comprehensive range of3D media, techniques andtechnology

P3 use 3D media, techniquesand technology safely[IE, CT, RL, TW, SM, EP]

M3 coherently use a diverserange of 3D media,techniques and technology

D3 innovatively use acomprehensive range of3D media, techniques andtechnology

P4 discuss own use of 3Dmedia, techniques andtechnology.[IE, CT, RL, TW, SM, EP]

M4 analyse own use of 3Dmedia, techniques andtechnology.

D4 evaluate own use of 3Dmedia, techniques andtechnology.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal,

learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate

effective application of the referenced elements of the skills.

Key IE independent enquirers

CT creative thinkers

RL reflective learners

TW team workers

SM self-managers

EP effective participators


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5Edexcel BTEC Level 3 Nationals specification in Art and Design Issue 1 January 2010 Edexcel Limited 2009

Essential guidance for tutors

Delivery

This unit requires the learner to develop and demonstrate an understanding of working with 3D design

media, techniques and technology.

In this unit, while there is a requirement to make appropriate reference to the work of other designers, the

emphasis is on acquiring skills and understanding related to an area of practice (ceramics, product design,

jewellery, interior or spatial design, model making, installations). These areas of practice can mostly be

related to the materials categories (paper, card, clay, wood, metal, plastics) but some may include the use

of less familiar materials for design making. The breadth of the learning programme should be flexible and

allow learners to either pursue a general learning experience or to develop skills in a more focused way.

Delivery should stimulate and motivate the learners to explore the creative possibilities of using materials and

techniques.

Learners should be encouraged to undertake in-depth exploration and to extend their capability to develop

confident manipulative skills and understanding. There are traditional skills associated with each discipline

and these should be taught so as to provide a sound basis for self-directed study. Learners should also

be encouraged to explore creative, unconventional uses of materials and techniques but it is essential

that exploration be conducted on the basis of awareness of potential risk and with confidence in applying

conventional skills. Learners should use hands-on material manipulation to inform understanding and design

work produced using CAD software.

It is also important for learners to acquire the skills necessary to analyse, evaluate and discuss their own work

and that of relevant professional practitioners. This will enable them to self-critically develop creative solutions

to design briefs.

It is likely that the criteria for all four learning outcomes will be met from a series of briefs that allow learnersto explore the nature of materials and use that exploration to develop responses to 3D design or craft briefs.

The process should include recording all experiments and ideas as well as finished objects. Project scenarios

should be realistic and, if simulated, should be set in an industrial context.

Learning outcomes 1 and 2 should be delivered primarily through practical studio and workshop experiences.

Learners should have access to appropriate 3D media and equipment. Teaching should be stimulating,

contextual and include innovative opportunities to explore the potential of materials and associated techniques

to develop ideas. The delivery should also provide opportunities for learners to develop their understanding

of historical and contemporary craft and design.

To understand the properties and characteristics of 3D materials, learners need to record their

experimentation demonstrating influences on their use of materials, in the context and styling of the outcomesthey produce. Working models, prototypes and maquettes, leading to a 3D outcome, will practically

demonstrate the sophistication of those choices.

Learning outcome 3 delivery and learning works in tandem with learning outcomes 1 and 2, as developing

skills in manipulating materials and safety awareness is integral to the process of experimentation and

exploration. Health and safety considerations are a particularly important part of this unit and learners should

be fully aware of their responsibilities within the studio and the major legislation that applies to their work.

Evidence of this awareness may take the form of annotations, written responses, inclusion of safety notes or

handouts in sketchbooks, worksheets or work journals, or evidence from verbal responses. Learner skills

development can be demonstrated by a range of samples, experiments or finished objects that confirm a

growing competence in the use of techniques and handling of materials. Learners ability to use materialscreatively and innovatively is likely to develop through specific skills acquisition and competences in using

materials. Access to photographic resources, to record elemental stages, would be helpful but is not essential.


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Learners should be encouraged to discuss their own, their peers and others views on the effects, in design

and craft of using 3D materials. Learners should use the correct technical terms when discussing the materials

and techniques they have used and the effects they have created in their work. Regular feedback should be

given to learners through day-to-day discussion and formal and informal interim assessment. Evidence of

evaluation for learning outcome 4 can also take the form of notes, formal evaluative statements and a record

of verbal feedback.

Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the

programme of suggested assignments.

The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Introduction to unit and structure of the programme whole class.

Creating photographs using photographic techniques whole class.

Photographic media whole class.

Photographic technology whole class.

Review own use of photographic materials, techniques and technology whole class.

Assignment 1: Packaging for Fragile Objects

Learners individually plan and produce 3D design for an identified purpose, collating evidence of exploration intheir sketchbook.

Pre-production techniques:

identify purpose: client requirement, target audience

generate ideas: analysis of researched images, identification of techniques, Identification of own technicaland aesthetic preferences

develop ideas: reflection upon creative intentions

plan media: technology selection, preparations and priorities.

Presentation; ideas for own 3D designs.

Production; apply production techniques.

Review: own use of 3D materials, techniques and technology.

Learner initiated study.

Assignment 2: Research 3D Media, Techniques and Technology

Learners work in small groups to prepare an individual media, techniques and technology research folder toinclude:

Researched material with learner annotation and summaries of:

selected 3D media

selected 3D technology

selected 3D techniques.

Summaries of the suitability of selected 3D and techniques.

Description of the suitability of selected 3D technology for identified purposes.

Learner-initiated study.


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Topic and suggested assignments/activities and/assessment

Assignment 3: Create 3D Artefacts

Learners individually plan and produce 3D for an identified purpose, collating evidence of exploration in theirsketchbook.

Pre-production techniques:

Identify purpose: client requirement, target audience.

Generate ideas: analysis of researched images, identification of techniques, identification of own technical andaesthetic preferences.

Develop ideas: reflection upon creative intentions.

Plan media: technology selection, preparations and priorities.

Presentations: ideas for own 3D designs.

Production: apply production techniques.

Review: own use of 3D materials, techniques and technology.

Learner-initiated study.Review of unit and assessment.

Assessment

For P1, P2 and P3 must use a range of making skills safely and effectively, and to communicate the

characteristics and properties of the 3D materials used.

To achieve these criteria, learners are expected to use a range of making skills in either a variety of materials

or in a single specialism. Evidence should include a range of studies and samples showing how their skills

have developed and showing an awareness of safe working practices. Evidence of experiments may also beprovided through records in worksheets, sketchbooks, notes or in folders of collected material, demonstrating

the learners clear understanding of the characteristics and properties of materials. Much of the clarity will be

driven by tutor support, guidance and direction.

For P4, learners must use generally correct terminology when discussing their work and their use of

3D. There should be reflection on learners choices and use of materials and techniques through formal

evaluations, annotated sketches or worksheets, via a presentation to the class or witness statements. Using

any of these methods, learners need to evidence their understanding of the properties of media, materials

and techniques.

For M1, M2 and M3 learners should combine practical research, demonstrations and secondary sources to

describe, investigate and exploit the characteristics and properties of diverse 3D materials.

Learners should safely experiment with and develop ideas using their understanding of the materials and

processes. Learners should demonstrate a deeper practical understanding of media, materials and techniques,

using a broader range of materials and processes than at pass level. They should demonstrate a greater

awareness of skills and knowledge gained in their discussion of their work and use mainly correct technical

terms. Assessment evidence for these criteria can take a similar format to that for P1, P2 and P3.

For M4, learners should use mainly correct and appropriate terminology when discussing their work and

their use of 3D. There should be reflection on learners choices and use of materials and techniques and

consideration of improvements for future work.

For D1, more detailed descriptions of working properties and characteristics are required, which more fullyaddress the indicative Unit content. This should be linked to practical investigations and use of 3D for D2 and

D3. Learners should be working more independently and showing innovation in the ways they work with and


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Level 1 Level 2 Level 3

Explore and Create Surface Relief Small-scale Working

Small-scale Design

Human-scale Working

Human-scale Design

Large-scale Working

Large-scale Design

National Occupational Standards

This unit also provides development opportunities for some of the underpinning skills, knowledge and

understanding of the following National Occupational Standards:

CCSkills Sector Skills Council

Design (revisions in draft form June 2009)DES1 Apply research on the history and theory of design to your own design activities

DES2 Apply design industry knowledge to inform your own design work practice and work

DES3 Use Critical Thinking Techniques in your design work

DES7 Contribute to the production of prototypes, models, mock-ups, samples or test pieces.

Essential resources

Learners need access to a range of media, materials and associated tools and equipment as well as adequate

work and storage space. Studio and workshop space that is suitable for a range of experimental studies andmaking activities is essential for this unit. Library and learning facilities that enable learners to access examples

of 3D design and craftwork should be available. Access to a range of digital applications would also be

beneficial.

Employer engagement and vocational contexts

Centres should develop links with practising artists, craftspeople and designers, to deliver assignments to

learners or to provide work experience.

Links with employers are essential to the delivery of the programme for work experience and future

employment.Vocational learning support resources:

Learning and Skills Network www.vocationallearning.org.uk

Business and finance advice:

local and regional Business Link www.businesslink.gov.uk

Assignments should be vocationally relevant; centres should consider the delivery of live projects for example

to support the vocational content of the unit and programme.

Creative and Cultural Skills (www.ccskills.org.uk), the Sector Skills Council for Arts, Crafts and Design

has launched the web portal Creative Choices (www.creative-choices.co.uk). This portal has a range ofinformation about careers in the arts, crafts and design sector, including job descriptions.


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Functional Skills Level 2

Skill When learners are

ICT Use ICT systems

Select, interact with and use ICT systemsindependently for a complex task to meet avariety of needs

researching 3D design media, techniques and technologies

Use ICT to effectively plan work andevaluate the effectiveness of the ICT systemthey have used

planning for a design project which involves investigating,understanding and demonstrating 3D design media, techniquesand technologies

Manage information storage to enableefficient retrieval

developing appropriate methods of storing visual and writtenmaterials relating to the design project

Follow and understand the need for safetyand security practices

creating and finding appropriate materials, techniques andprocesses, and adapting them for use

Troubleshoot exploring, extracting and assessing the relevance of information

from design-related specialists and associated sources

ICT Find and select information

Select and use a variety of sources ofinformation independently for a complex task

creating and finding appropriate resources, materials, techniques,technologies and processes, and adapting them as principles in adesign project

Access, search for, select and use ICT-based information and evaluate its fitness forpurpose

exploring and assessing the relevance of information from design-related websites

ICT Develop, present and

communicate information

Enter, develop and format informationindependently to suit its meaning andpurpose including:

text and tables

images

numbers

records

sourcing, evaluating and testing appropriate information toinfluence ideas, underpin proposals and effect safe use of media,materials, techniques and processes

Bring together information to suit contentand purpose

implementing design proposals, bringing together a variety ofideas, concepts, materials, techniques and processes gathered

through research and developmentPresent information in ways that are fit forpurpose and audience

using specialist media, techniques and processes to presentdesign proposals

Evaluate the selection and use of ICT toolsand facilities used to present information

evaluating the appropriate use of tools and software in the designdevelopment and presentation of design proposals

Select and use ICT to communicate andexchange information safely, responsibly andeffectively including storage of messages andcontact lists

communicating with other members of a design project researchand development team


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Unit 90 3D Design Media Techniques and Technology

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